Studying Topography, Orographic Rainfall, and Ecosystems (STORE) with Geospatial Information Technology

利用地理空间信息技术研究地形、地形降雨量和生态系统（STORE）

• 批准号: 1019645
• 负责人: Daniel Zalles
• 金额: $ 45万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1019645&HistoricalAwards=false
• 关键词: Studying; Topography; Orographic; Rainfall; Ecosystems

STORE is using innovative Geospatial Information Technology-based learning in high school environmental science studies with a focus on the meteorological and ecological impacts of climate change. The resources developed are using ArcGIS Explorer to increase students' learning and interest in science and careers and will be adaptable for teachers to improve classroom implementation. SRI International is the lead organization, in partnership with Hobart and William Smith Colleges. Project advisers and consultants include ESRI, American Meteorological Society, Cornell University, University of Michigan, and University of California, Santa Cruz, plus six design partner teachers from high schools in CA and NY. Haynie Research and Evaluation is conducting the external evaluation. A co-design and design-based research approach is being used to create a geospatially-driven high school laboratory and field intervention consisting of a cutting-edge GIT tool and curriculum module exemplar. Together, these resources provide students with hands-on opportunities to explore regional atmospheric, geospheric, and biospheric interactions in relation to models of projected climate change in California and New York. Through three microcycles of design-based research, the geospatial tool is being developed and tested with small diverse groups of high school students, including urban and rural minorities in California and New York. Participating students are being observed and their learning performances analyzed to determine how well they can both master the tool's features in tandem with using the tool in ways that help them learn the targeted content and practice the targeted skills. A curriculum module with a progression of exceedingly challenging lessons and embedded formative assessments is being developed. A professional development phase is examining the use of the tool and curriculum in detail during two years of classroom implementation. STORE will advance: (1) the use of time-based geospatial simulations of real scientific datasets and climate change models to build greater student understanding about climate change and its impacts on the biosphere; and (2) provide the STEM community with data on the implementation and evolution of this innovation, which will inform future technology-based inquiry-based K-12 classroom designs and professional development. Finally, the project will inform the STEM educational research community about how teachers with diverse student populations, technology availabilities, and other classroom characteristics used the learning modules and interventions that were developed during STORE.

STORE在高中环境科学研究中使用创新的基于地理空间信息技术的学习，重点是气候变化的气象和生态影响。开发的资源使用ArcGIS Explorer来提高学生对科学和职业的学习和兴趣，并将适合教师改进课堂实施。SRI国际是牵头组织，与霍巴特和威廉史密斯学院合作。项目顾问包括ESRI、美国气象学会、康奈尔大学、密歇根大学和加州大学圣克鲁斯分校，以及来自加州和纽约高中的六名设计合作伙伴教师。Haynie Research and Evaluation正在进行外部评估。 一个共同设计和基于设计的研究方法正在被用来创建一个地理空间驱动的高中实验室和现场干预，包括一个尖端的GIT工具和课程模块范例。总之，这些资源为学生提供了动手的机会，以探索区域大气，地圈和生物圈的相互作用，在加州和纽约预测气候变化的模型。通过三个以设计为基础的研究微周期，正在开发地理空间工具，并在包括加州和纽约的城市和农村少数民族在内的各种高中学生小组中进行测试。正在观察参与的学生，并分析他们的学习表现，以确定他们在使用该工具的同时如何掌握该工具的功能，以帮助他们学习目标内容并练习目标技能。正在开发一个课程模块，其中包括一系列极具挑战性的课程和嵌入式形成性评估。一个专业发展阶段是在两年的课堂实施期间详细审查工具和课程的使用情况。商店将推进：（1）使用基于时间的地理空间模拟真实的科学数据集和气候变化模型，以提高学生对气候变化及其对生物圈的影响的理解;（2）为STEM社区提供有关这一创新的实施和演变的数据，这将为未来基于技术的基于调查的K-12课堂设计和专业发展提供信息。 最后，该项目将告知STEM教育研究社区，不同学生群体的教师，技术可用性和其他课堂特征如何使用STORE期间开发的学习模块和干预措施。